by Matt Doran
This month we began year three of our middle school professional development program, with an emphasis on pedagogical content knowledge. We are focusing our discussions on creating and implementing a vision for social studies in alignment with the C3 Framework.
Since social studies is not a state-tested subject in Ohio middle schools, there is often a perception that it is the least important of the core subjects. Balderdash. The opposite is true: Social studies is too important to force into the constraints of state testing. Free from the yoke of testing, middle school social studies teachers have the freedom and flexibility to execute a vision of social studies education that aligns with both the original intent of social studies and its vital purpose in 21st century democracies. The skills, reasoning capacities, and civic dispositions social studies cultivates cannot be effectively captured through a standardized test.
The centrality of social studies among the school subjects lies not in its place within the cesspool of corporate testing and sham accountability systems, but in its instrumental purpose in modern democracies. As conceived by the Report of the Social Studies Committee in 1916, social studies is a discipline designed to actualize a Deweyan vision of pragmatism in education. Drawing from a wide-range of disciplines in the humanities and social sciences, social studies aims to tap into students’ interests and use inquiry-learning to solve real-world problems. Its purpose is explicitly instrumental: to improve society.
Having emerged in the Progressive Era, the creation of the social studies in school curricula was part of a broader response to the ills and excesses of Gilded Age industrial capitalism. The Progressive Era ushered in democratic reforms in states (referendum, initiative, recall) and the U.S. Constitution (17th and 19th amendments). Laws were passed to safeguard food production and the environment, limit the power of corporate trusts and monopolies, and establish compulsory public education.
In the decades since the Progressive Era, historians and social scientists of the various disciplines that make-up social studies have defined thinking skills central to the disciplines. Such skills include conducting original research, contextualizing historical sources, creating and analyzing data sets, evaluating sources, supporting arguments with evidence, and unpacking cause-and-effect relationships.
Many scholars today argue that we are living in a Second Gilded Age, defined by social and economic inequality and political corruption. Even if one doesn’t agree with this characterization of our present times, it is difficult to imagine a case being made against the critical importance of social studies in the 21st century. Do we need increased civic engagement, better civil discourse, more cultural awareness, heightened concern for social justice, greater discernment in evaluating the credibility of information, creative cross-disciplinary solutions to real-world problems, and sharper ethical thinking skills? If so, then we need more social studies, not less. As Natalie Wexler has written in a recent Forbes article, “We know that only a minority of students will end up working in STEM fields. But virtually all will be expected to exercise their rights and responsibilities as citizens of a democracy.”
With great freedom comes great responsibility. As social studies teachers, we bear the responsibilities of communicating the importance of our vision to the broader community, and designing and aligning our curriculum to meet this instrumental purpose. We cannot decry state testing on the one hand, while continuing to pack our non-tested courses with a superfluity of Googleable names, dates, and facts on the other. In Why Learn History, When It’s Already on Your Phone, Sam Wineburg describes the ongoing work of the Stanford History Education Group to “change history class from a forced march through an all-knowing textbook to a journey where students, to invoke the late Ted Sizer, ‘learn to use their minds well.’ ” In practice, this requires more student-centered inquiry, research, problem solving, disciplinary thinking, discussion, presentations, and taking informed civic action.
This month we began year three of our middle school professional development program, with an emphasis on pedagogical content knowledge. We are focusing our discussions on creating and implementing a vision for social studies in alignment with the C3 Framework.
Since social studies is not a state-tested subject in Ohio middle schools, there is often a perception that it is the least important of the core subjects. Balderdash. The opposite is true: Social studies is too important to force into the constraints of state testing. Free from the yoke of testing, middle school social studies teachers have the freedom and flexibility to execute a vision of social studies education that aligns with both the original intent of social studies and its vital purpose in 21st century democracies. The skills, reasoning capacities, and civic dispositions social studies cultivates cannot be effectively captured through a standardized test.
The centrality of social studies among the school subjects lies not in its place within the cesspool of corporate testing and sham accountability systems, but in its instrumental purpose in modern democracies. As conceived by the Report of the Social Studies Committee in 1916, social studies is a discipline designed to actualize a Deweyan vision of pragmatism in education. Drawing from a wide-range of disciplines in the humanities and social sciences, social studies aims to tap into students’ interests and use inquiry-learning to solve real-world problems. Its purpose is explicitly instrumental: to improve society.
Having emerged in the Progressive Era, the creation of the social studies in school curricula was part of a broader response to the ills and excesses of Gilded Age industrial capitalism. The Progressive Era ushered in democratic reforms in states (referendum, initiative, recall) and the U.S. Constitution (17th and 19th amendments). Laws were passed to safeguard food production and the environment, limit the power of corporate trusts and monopolies, and establish compulsory public education.
In the decades since the Progressive Era, historians and social scientists of the various disciplines that make-up social studies have defined thinking skills central to the disciplines. Such skills include conducting original research, contextualizing historical sources, creating and analyzing data sets, evaluating sources, supporting arguments with evidence, and unpacking cause-and-effect relationships.
Many scholars today argue that we are living in a Second Gilded Age, defined by social and economic inequality and political corruption. Even if one doesn’t agree with this characterization of our present times, it is difficult to imagine a case being made against the critical importance of social studies in the 21st century. Do we need increased civic engagement, better civil discourse, more cultural awareness, heightened concern for social justice, greater discernment in evaluating the credibility of information, creative cross-disciplinary solutions to real-world problems, and sharper ethical thinking skills? If so, then we need more social studies, not less. As Natalie Wexler has written in a recent Forbes article, “We know that only a minority of students will end up working in STEM fields. But virtually all will be expected to exercise their rights and responsibilities as citizens of a democracy.”
With great freedom comes great responsibility. As social studies teachers, we bear the responsibilities of communicating the importance of our vision to the broader community, and designing and aligning our curriculum to meet this instrumental purpose. We cannot decry state testing on the one hand, while continuing to pack our non-tested courses with a superfluity of Googleable names, dates, and facts on the other. In Why Learn History, When It’s Already on Your Phone, Sam Wineburg describes the ongoing work of the Stanford History Education Group to “change history class from a forced march through an all-knowing textbook to a journey where students, to invoke the late Ted Sizer, ‘learn to use their minds well.’ ” In practice, this requires more student-centered inquiry, research, problem solving, disciplinary thinking, discussion, presentations, and taking informed civic action.
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